EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5013	Intercultural Pragmatics and Language Teaching	Spring	3	0	3	12

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi HATİME ÇİFTÇİ
Recommended Optional Program Components:	None
Course Objectives:	Bu derste kultur ve insanlarin algilarinin, kulturel ogrenmenin ve kulturler arasindaki sozel ve bedensel iletisimdeki farkliliklarin, ve bunlarin ikinci dil ogrenmeye ve ogretmeye etkisi ele alinir.

Learning Outcomes

The students who have succeeded in this course;
1. Students will learn to discuss major terms, concepts and theories in cross-cultural communication.
2. Students will learn to identify perceptions, worldview and verbal/nonverbal communication patterns of various cultures.
3. Students will learn to describe ways in which one’s own perceptions, worldview, and verbal/nonverbal communication patterns influence communication with others.
4. Students will learn to apply theories of cross-cultural communication to analyze crosscultural interaction

Course Content

This course is concerned with cultural diversity and with understanding and identifying the problems that can occur when persons from different cultures engage in communication.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction, Needs analysis
1)	Course introduction, Cross-cultural communication and Language education
2)	“TESOL and Culture”
3)	"Displays of Cultural Knowledge in the Nonnative-English- Speaking Teacher’s Classroom”
4)	“How culturally appropriate is the communicative competence”
5)	Communication Between Cultures
6)	Non-verbal communication in Communication Between Cultures
7)	Culture and the Individual: Cultural Identity, The deep structure of culture: Roots of Reality Identity
8)	Cultural values in Communication Between Cultures
9)	Language and Culture, Verbal Intercultural Communication in Intercultural Competence
10)	Intercultural Competence in Interpersonal Relationships, Cultural Patterns and Communication
11)	Taxonomies in Intercultural Competence, Cultural Identity and Cultural biases in Intercultural Competence
12)	Venturing into the new culture: Becoming Competent, The Effects of Code Usage in Interpersonal Communication
13)	Practical applications of cross-cultural communication activities in the language classroom
14)	Practical applications of cross-cultural communication activities in the language classroom

Sources

Course Notes / Textbooks:

Samovar, L., Porter, R., & McDaniel, E. R. (2009). Intercultural communication: A
reader. Belmont, CA: Sage.

Alred, G., Byram, M., & Fleming, M. [Eds.] (2006). Education for Intercultural Citizenship: Concepts and Comparisons. Cleveland [England]; Buffalo, New York: Multilingual Matters.

Byram, M. & Grundy, P. [Eds.] (2003). Context and Culture in Language Teaching and Learning. Clevedon; Buffalo: Multilingual Matters.

References:

Neuliep, J. (2000). Intercultural communication: A contextual approach. Boston, MA: Houghton Mifflin.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	10	% 10
Homework Assignments	10	% 30
Presentation	1	% 20
Project	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Presentations / Seminar	1	10	10
Project	1	40	40
Homework Assignments	10	10	100
Total Workload			192

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.